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MCAS/Adequate Yearly Progress (AYP) Determinations. NCLB Accountability School Committee October 5, 2009. What are the Purposes of MCAS?. Test all public school students in Massachusetts, including students with disabilities and limited English proficient students

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Mcas adequate yearly progress ayp determinations

MCAS/Adequate Yearly Progress (AYP) Determinations

NCLB Accountability

School Committee

October 5, 2009


What are the purposes of mcas
What are the Purposes of MCAS?

  • Test all public school students in Massachusetts, including students with disabilities and limited English proficient students

  • Measure performance based on the Massachusetts Curriculum Framework learning standards

  • Report on the performance of individual students, schools, and districts


What types of questions appear on mcas tests
What Types of Questions Appear on MCAS Tests?

Multiple-choice questions

  • used in all subject area tests except the ELA Composition test

  • Students select the correct answer from four options.

    Open-response questions

  • used in all subject area tests except the ELA Composition test

  • create a written response that consists of one or more paragraphs and/or a chart, table, diagram, illustration, or graph.

    Short-answer questions

  • Students generate a brief response

  • Math only

    Writing Prompts

  • ELA Composition tests (grades 4, 7, and 10)

  • students write a composition in response to a writing prompt



How will test results be used
How Will Test Results Be Used?

  • Parent/Guardian Reports

    • child’s academic performance in the subjects tested by MCAS

    • becomes part of his or her temporary student record

  • Students must demonstrate proficiency in grade 10 MCAS

    • ELA and Mathematics

    • Needs Improvement or better in one of the four Science and Technology/Engineering subject tests

  • Educators use student, school, and district results to review curriculum and instruction and to plan for improvement

  • DESE uses MCAS results to gauge each school’s progress toward all students being proficient in ELA and Mathematics (AYP)



















Adequate yearly progress facts
Adequate Yearly Progress: Facts

  • AYP reports show the progress schools and districts are making toward having all students reach proficiency by the year 2014 – the principal goal of the No Child Left Behind Act (NCLB).

  • AYP determinations are issued each year separately for English language arts/reading and for mathematics.


Adequate yearly progress facts1
Adequate Yearly Progress: Facts

  • For each subject there are multiple AYP determinations - for all students and for student subgroups. Students are counted in each student group to which they belong.

  • Schools and districts that do not make AYP for two or more consecutive years in the same subject must follow a required course of action to improve school performance.



A b or c d ayp1
A + (B or C) + D = AYP

Target

target


Nclb accountability status and required actions school level
NCLB Accountability Status and Required Actions (School Level)

  • A school is newly identified for improvement if it fails to make AYP in the same subject area for (aggregate or any subgroup) for two consecutive years.

  • If a school makes AYP for one year, it stays at the previous year’s status.

  • If it makes AYP for two years in a row, the school is assigned to the positive No Status category.

  • NCLB School Choice and Supplemental Educational Services (SES) apply to schools receiving Title I funding in current school year.


Nclb accountability status and required actions school level1
NCLB Accountability Status and Required Actions (School Level)

*School Choice & Supplemental Educational Services (SES) apply toTitle I schools only.


Nclb accountability status and required actions district level
NCLB Accountability Status and Required Actions (District Level)

  • District AYP determinations are based on grade spans (3-5, 6-8, 9-12).

  • A district is newly identified for improvement if it fails to make AYP in the same subject area for all grade-spans (aggregate or any subgroup) for two consecutive years.

  • A district is assigned to the positive No Status category if it makes AYP for all groups in the same subject area for at least one grade-span for two consecutive years.


Nclb accountability status and required actions district level1
NCLB Accountability Status and Required Actions (District Level)


2008 school and district accountability status
2008 School and District Accountability Status

For more information regarding state, district, and

school assessment results:

http://profiles.doe.mass.edu/state_report/mcas.aspx


School improvement planning ffes hes ibes mes
School Improvement Planning (FFES, HES, IBES, MES)

  • Annual, measurable goals and improvement objectives

  • Analysis of the causes or reasons for the school’s failing to make AYP

  • Improvement strategies

  • High-quality professional development

  • Parental involvement

  • Extended time programs

  • Identification of resources needed to implement the school’s improvement plan

  • Incorporation of a teacher mentoring program

  • Methods for coordinating and monitoring the implementation of the school’s improvement plan

  • Identification of the responsibilities of the school and the school district


School in restructuring requirements pcis
School in Restructuring Requirements (PCIS)

  • Parent/Guardian Notification letter

  • School Improvement Planning (Performance Improvement Mapping – PIM)

  • Technical Assistance from district level administration

  • Plan for Fundamental Reforms

    • The district, in concert with teachers and parents, must analyze the school’s needs and develop a plan for fundamental reforms, including change in the school’s governance and/or staffing, to improve student performance in the school.


District in corrective action requirements
District in Corrective Action Requirements

Parent/Guardian Notification letter Corrective Actions

(at least one)

  • Defer/reallocate programmatic funds or reduce administrative funds

  • Institute and fully implement a new curriculum based on state standards and includes scientifically based professional development

  • Replace district personnel

  • Remove individual schools from jurisdiction of the district

  • Appoint a receiver or trustee to administer the affairs of the district

  • Abolish or restructure the district


Next steps
Next Steps

  • District Improvement Plan

    • Improvement Goals

    • Professional Development Goals

    • District In-service Program

    • Performance Improvement Mapping (PIM)

  • School & District Testing Reports

    School Data Teams

    • Administrators

    • Classroom Teachers

    • Special Education Teachers

    • Guidance Counselors

    • Coordinators

  • Curriculum Presentations/Program updates

    • English Language Arts/Reading

    • Mathematics

    • Science, Technology & Engineering

    • History & Social Science

    • Special Education

    • Remediation Program


Current initiative highlights district
Current Initiative Highlights (District)

English Language Arts

Elementary ELA Initiatives:

  • Elementary Literacy Embedded PD Model (Year 2)

  • Writer’s Workshop

  • Comprehensive Literacy Assessments

  • Differentiated Reading Instruction

    Secondary ELA Initiatives:

  • Secondary Literacy Initiative/ PCIS Reading Grant

  • Socratic Circles/Seminars & Literature Discussions

  • Updated Writing Folder Requirements/Emphasis on Revision

  • Curriculum Mapping/Pacing Guides (MS)

  • Vocabulary: Word within the Word (MS)

  • Expanded Literature Choices (MS)

  • Cumulative Writing Portfolios (HS)

  • Action Research Projects (HS)


Current initiative highlights district1
Current Initiative Highlights (District)

Mathematics

  • Service delivery for special education students & PD in math content & instruction for MSN (Moderate Special Needs) Teachers

  • Adoption and implementation of new elementary math program (Everyday Math – EDM)

  • Use of Larson Math Software for DI (Differentiated Instruction)

  • Problem solving

  • Vocabulary

  • Concrete to abstract instructional strategies

  • Fraction/Decimal/Percent


Additional initiative highlights schools
Additional Initiative Highlights (Schools)

Middle Schools

  • Realign grade five & six student schedule to maximize time on learning for ELA and Math per week.

  • Offer After school MCAS tutoring program

  • Job embedded Math/SPED Professional Development [PCIS]

  • Review special education model for content support in ELA and Math

  • Continue to monitor use of MCAS Alt.

  • Review MCAS accommodations

  • Review instructional techniques for Special Ed students in general classroom settings


Additional initiative highlights schools1
Additional Initiative Highlights (Schools)

High Schools

  • SLC grant – 4 additional sped teachers for Freshman Academies

  • Redesign the delivery of Special Ed services by adding a Learning Center and a Students At Risk behavior program (PNHS)

  • Continue Credit Recovery, Freshman Reading

  • FINAO program – failure is not an option – reduced 9th grade failure rates by 32% - seniors mentor grade 9 failing kids (PSHS)

  • Addition of CP2 level

  • Added an “English Essentials”

    • for repeat grade 9 kids – who are almost grade 10 (PSHS pilot, 2008)

    • Very successful (added to PNHS)

  • Addition of Alt. HS

  • MCAS Tutoring (ELA/Math/Science)


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